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Titlebook: Nonequilibrium Green‘s Functions Approach to Inhomogeneous Systems; Karsten Balzer,Michael Bonitz Book 2013 Springer-Verlag Berlin Heidelb

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21#
發(fā)表于 2025-3-25 05:36:12 | 只看該作者
22#
發(fā)表于 2025-3-25 11:27:21 | 只看該作者
23#
發(fā)表于 2025-3-25 15:10:50 | 只看該作者
Book 2013the last decade, with new applications emerging in plasma physics, semiconductor optics and transport, nuclear matter and high-energy physics. ?.This text will be a valuable starting point and reference work for graduate students and researchers interested in the quantum dynamics of inhomogeneous systems..
24#
發(fā)表于 2025-3-25 16:05:29 | 只看該作者
25#
發(fā)表于 2025-3-25 20:34:59 | 只看該作者
Representations of the Nonequilibrium Green’s Functione computational effort and, in turn, of enabling larger propagation times and/or system sizes. A?combination of both (grid and basis) strategies emerges as being particularly promising and advantageous. This is exemplified by using the finite element-discrete variable representation which remarkably simplifies the computation of the self-energies.
26#
發(fā)表于 2025-3-26 03:15:38 | 只看該作者
Lattice Systemsear and non-linear response regimes. The results are based on the second Born approximation and the generalized Kadanoff-Baym ansatz (GKBA). In the course of this, the GKBA is proven to overcome problems observed in two-time calculations for finite systems, such as artificial steady states.
27#
發(fā)表于 2025-3-26 05:49:57 | 只看該作者
28#
發(fā)表于 2025-3-26 10:37:25 | 只看該作者
Computation of Equilibrium States and Time-Propagationof the nonequilibrium Green’s functions in the single-time limit using the generalized Kadanoff-Baym ansatz. The advantageous scaling of the associated runtime in comparison to full two-time calculations is illustrated.
29#
發(fā)表于 2025-3-26 13:51:54 | 只看該作者
30#
發(fā)表于 2025-3-26 20:12:32 | 只看該作者
s is one prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Relevant students’ characteristics which influence teachers’ assessments do not only involve academic achievement but also students’ responses to differen
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